Abstract

Increasingly in the United States, service–learning is being used to educate preservice teachers. Service varies greatly in its ethical foundation, however, and service–learning presents new teachers with a variety of dilemmas revealing the moral and political nature of teaching and service. This article presents one case of four preservice teachers writing curriculum as a service to a community agency hoping to promote service geared toward social justice among high school students. The case highlights ethical dilemmas faced by teachers in the process and illustrates the potential of service–learning to educate teachers for the moral imperative of their profession.

Citation

Donahue, D.M. Service–learning for preservice teachers: ethical dilemmas for practice. Teaching and Teacher Education: An International Journal of Research and Studies, 15(6), 685-695. Elsevier Ltd. Retrieved December 10, 2019 from https://www.learntechlib.org/p/197708/.

Keywords

• preservice teacher education
• Service–learning